' JEW SLOAN READERS 



MANUAL 



By 
KATHARINE E. SLOAN 



* 



THE MACMILLAN COMPANY 

NEW YORK : : MCMXV 



NEAV SLOAX READEU^S 



M A N r A I. 



HV 



KAl IIAIMNK K. SLOAN 

FOBMEKl.V IMCIMAKT SIPERVISOR t»r TIIK H4irTllKR?» 
UKttiON HTATE NUKMAl. 



XftD Vavk 
THE MACMILEAN COMPANY 

U)MH)N MA( MII.LAN & CO.. Ltd. 
l'Jl.'» 

All right* rftrrtd 



v^' 



« 



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Copyright, 1915, 
By the MACMILLAN COMPANY. 

Set up and electrotyped. Published September, 1915. 



4^^ 



G1.A411405 



Tforfajooti ^rcss 

J. S. Gushing (-■(). — Berwick & Smith Co. 

Norwood, Mass., U.S.A. 



SEP -9 1915 



PREFACE 

The Xcw Sloan l^cajlcrs Manual has been prepared as 
a pnidc for tcacluTs in developing the plan and purpose of 
I'lie New Sloan Readers. The use of the Manual is not 
essential to tlii> ^y^lrm of tt-arliinLT r«MdinLr; l>ut tin- author 
believes that the suj^^estion^ li«'r«' includrd will l>r f«>un(l 
helpful, and will suioolh the path for teachers who are 
usin^' the Sloan nictlwMl for the first tiinr. It should be 
underst(>o«l, howcxcr, that thr exereJM's and drills described 
arc merely suggestion^ for preliminary or >u|)|)lemcntary 
work. 

While the .iiithor has callecl attention to M>nie of the 
l'ini(l;imeiilal |)i-iiiei|)lcs on which the teaehing of reading 
should be based, ^he ha^ nt>t aftemj)te«l to iuehnle a treatise 
on the subj«Mt in thi^ Manual. So many excellent books 
on the teaching of reading are available that further dis- 
cu^Nion stHMHs superfluous. Such books also contain many 
\ahiabl(> suggestions for story work, picture work, and 
dramatization — for all of which material may be found in 
these Readers. 

Hut the essentiab of tlu' plan and the material for carrying 
it out are to be found in The New Sloan Readers themselves. 
The Manual i> intended merely as an aid in the use of the 
books. 

iii 



CONTENTS 

PAGE 

Introduction 1 

Primer — Part I 5 

The Mother Goose Group of Lessons ..... 5 
The Second Group of Lessons . . . . . . .11 

The First Phonetic Exercises 16 

The First Vowel Sound 21 

Primer — Part II 22 

Preliminary Exercises 22 

Sight Words . 27 

Phonetic Lessons 29 

Games and Drills ......... 30 

First Reader 33 

Sight Words 37 

Reading for the Thought 38 

Second Reader 44 

The Pronunciation of Words 46 

Sight Words 47 

Enunciation and Expression 48 

Reading for Expression 49 

Supplementary Reading 54 

Seat Work 55 

Mother Goose Rhymes Q5 

A Summary of Phonetic Principles 67 



IV 



IXTRDDT'C TTON 

** Ediicalioii Is tlic ^;ciitTati(»ii of jK)WtT." — Pe^TALOZZI. 

Tin: aim of The New Sloan I{t'a(l('r> i> to ^hnc tlic cliild, 
iiithrin()>t diiict wayaiul in the sliortost tinu',///<' indcinudcfil 
power to read. 'V\\v\ use the siinplivst and most The aim of 
offcctivc |)hon('tic system and the most interesting ^^^^enes 
and sal i'^l'actory coiilciil to acconi|>li'>h th<' aim. I'hey har- 
monize the melho(l and the content >o as to arouse and re- 
tain the interest of «liil<hrn lo j)ro(hice >at isfaetory and 
permanent results. 

\Nord> arr tiralecl lirNJ as w hol^•^, without regard to tlieir 
eh'ment>. I lii> iini^t he the lii^t >t('j). To continue it 
lhrou<,di a whole l»«»ok, howe\-cr, with no systematic phm or 
snitahh' material for teaching i)honetie <'h'ments, involves 
wa^te of the childs time and etFort. So the word method 
nuist he siipph'iuented hy another method that will more 
directly and more (piickly de\elop the desired power. 

Phoiutics, this other method, is the teehni(jue of reading, 

as essential to the art of reading as is the teehni(jue of nuisic 

to the art of nni^ie. ThroULrh |)honeties is (level- ^^ 

' The method 

Oped most easily the indvpcudent power to master of the 
new words, which i> the first essential to j)rogress 
in readini;. 

The method on which these readers are hased is the 
thoroui,di presentation of the >imple j)honetic elements — 

1 



MANUAL 

phonetics reduced to their lowest terms. Phonetics are not 
added nor suggested as separate exercises, nor presented 
incidentally, but are woven in a simple, natural manner into 
every sentence. By simply reading his book the child 
cannot fail to receive the benefit of a definite, systematic 
course in phonetics. 

Only one new step is taken in each lesson. The object 
of the lesson is made so clear that no teacher can be in 
The sys- doubt regarding it. The new element presented 
tematic de- jg emphasized so strongly, in different forms, that 

velopment . . • i i • i ti i • 

of the it IS unconsciously but mdelibly impressed on the 

method. child's mind. The new words in each lesson, 
almost without exception, all contain the same phonetic 
principle ; therefore, no matter how many new words there 
may be, the child has but the one thing to learn. The 
constant but varied repetition keeps the child's attention 
steadily directed to it, until he learns it thoroughly. Fre- 
quent reviews clinch the progress thus made. The method 
is simple, definite, and thorough. 

The ever-growing independent power that the child 
obtains from this method is a constant stimulus to self- 
activity. The exercise of it gives him pleasure. At the 
close of the first year's work, he is able to read independently 
and intelligently any material whose thought is not beyond 
his comprehension. 

The subject matter, or content, used in this series is 
The content suggested by the child's interest and connected 
of the read- with his daily life and experience. Rhymes and 
ing essons. g|.Qj.-gg ^^isit center in Mother Goose characters, in 
playmates, in pets, in playthings, in famihar objects, and 

2 



INTRODT'CTIOX 

in complete stories that are adapted to impersonation, 
dramatization, and expressive reading make up largely the 
reading content of the series. No words nor parts of words 
are used for the sake of sound alone; each word is familiar 
to the child in his sjMjken vocabulary. Thus the necessary 
technical d.ill is provided through the charm of story, 
rhyme, and play. 

Many of the diflicnlties of the elementary school course 
are due to the inability of the pui)il to read well, to the 
inadeciuate efiuipment given at the start. The ^^ 

• ' ' '^ The results 

more cpiickly the iiidejx'ndent power to read is ofthisteach- 
(le\-eloj)e(i and (lie inorr tinuly tlic fnuiidatioii is 
laid, the surer i> tin- pupil's progress through the rest of his 
.school course. .\l lh<' >tart other considerations must he 
suhordiuatecj. 'I'lir «ii(| cannot he accomplished inci- 
(lriilall> . \\ lull till' child lla^ rcall>- Icunicd to rauL llicii he 
has the ke\' that o|)cns to him all hooks, the wealth of 
children's literature. 



3 



Dictionary of Sounds 






B 







s 



D 



E 
e 




F 

f 



G 




H 
h 




I 



I ^ 




J 




fieJA' 



K 



^-^^i^t? 



L 
1 




M 

m 



si 






N 

n 




>fes=:^ 













Qm 



R 



q 






T 

t 



5^^ 



u 

u 




V 

V 




w 



X 






Y 

y 





THE IMMMKR 

Paim I 
tin: M()Tm;ii (Joose gkoip of lkssoxs 

Tlic fir^t <:r()iii) «»f lessons is based upon Mother (ioose 
rhymo mid jiiiKl«'>- l''"' in:iin |)nri)ns,' of tlii> ^'roup of 
IcssoiiN is lo lead tlie pupiU h) make the liappy discovery 
that reading' is ^'ettiiiir stories from l)ooks. It will also teach 
a mimlMT of si^rhl words. l-'or the eom eiiieiiee of teachers 
these rhymes are |)riiiled here in full on i)a^e Go of this 
"Manual. 

Mo.sl c-hildren. when th«'y enter school, ar«' alread\ familiar 
with some of these rhymes; and the others nill \(r> soon 
Irarn them. The teacher should hrst find t>ut what the 
pu|)ils know ahout them. She may recite the rhymes in a 
happy, spirited maimer. The class should he cncouraK<'d to 
talk freel\ ahont them, and volunteers ma>- l)c called for 
to repeat these or other rhymes that tlie\- know. 

As the pupils l)ccome familiar with ihc rhymes in the 

Primer, (first read by the teacher or recited hy pupils who 

may know them), the Storj/ Friends may he imper- Teaching 

sonate.l. The class mav recite, for instance, th.' ^^e first 

lessons. 

rh> nieon pa^e 12. Then the teacher asks : "What (d imper- 
did Little Jack Horner <lo?" The class will reply : ^'""'^''"' 
"Sat in a corner." lOf course it would i)e better if they 
answered: **ne sat in the corner"; hut this is not the time 



MANUAL 

for criticism.) Teacher : " Who will play Little Jack Horner ? " 
The teacher should allow the pupil to impersonate the char- 
acter as the pupil wishes. He may run over to a corner and 
sit down, and perhaps represent also the pulling out of the 
plum. But it must be the child's own spontaneous expres- 
sion. Little Boy Blue may be impersonated by holding the 
closed hands to the mouth as if blowing a horn ; Bo-peep, 
by rubbing the eyes as if just waking from sleep ; Red Riding- 
hood, by walking with a basket on the arm ; the Little Tin 
Soldier, by standing very erect, with the blackboard pointer 
for a gun. Tom Thumb need not be impersonated. 

Another way to use the dramatic element in teaching these 
rhymes is to change the impersonation into a game. The 

(2) The teacher calls a pupil to her and whispers the name 
game. q£ ^j^^ character he is to impersonate. The class 
is to tell which character is being impersonated by the pupil. 
If it is "Little Jack Horner," for instance, the class will 
say those words. Then the teacher w411 write them on the 
blackboard, leaving them there for future use, and will 
have the class find the corresponding words in the Primer. 

The purpose of this writing upon the blackboard is to 
impress the significance of reading by showing the pupil 

(3) Black- the written form of his own oral expression. By 
board work, alternately reading the same group of words in 
script and print from the very beginning, the pupil will ex- 
perience no difficulty in distinguishing one from the other. 
Trouble in doing this is usually anticipated for the pupil, not 
experienced by him. 

The purpose of this instruction is to prepare the pupil to 
read from the book. Reading from the blackboard is the 

6 



THE PRIMER 

simplest introduction to the book. Correlation of the 
blackboard instruction with readin*,' from the Primer may 
be made as follows : 

The teacher, pointing to the first line of page 8, asks : *' Who 
are these?" Cla.s.s: "Little Jack Horner and j^^^^j. 
Little Hoy Blue." The t(\icher writes this answer from the 
on the bla(kl)oar(l, and the class repeats it, then 



ed 



hnds it ill the l*rimer. Kaeh hue of pages S and '.) is treat 
in tlie same way. The word too will ha\'e to be told to the 
])upils the first time; after that they will call it without 
prompting, because of the rhyme. 

The order of presentation of the lesson here suggested 
may be >ummari/.e(l as follows: 

The preparatory lan^'uage work on rhymes and pictures. 

The memorizing of rhymes alxjut the "story friends." 

The oral presenUition of rhymes in the Primer. 

The recognition of pictured characters, and the finding 
of their names InMieath pictures. 

The simple imiMTSonations of the characters by the pupils. 

The naming, by tlie class, of characters imi)er.sonated, the 
answers iH'ing written on the blackboard by the teacher. 

The reading by the pupils of what has been written. 

The finding of the .same group of words in the Primer. 

The rcadim; of the whole story from the Primer. 

To introduce the phrases 77;/.v is and / sec yoit, u>e the 
word groups on tlie blackboard. a> Littlr Jack The first 
Horner. Little Tom Tucker, etc. Ask the pupil to »"««>os in 

detail 

indicate the group. Little Jaek Horner, by ponit- (,) \i\,rj 
ing to it and .saying, **This is little Jack Horner.'* «''''«^' 
Then write This is before this group (changing L to / in the 



MANUAL 

word little), so that the sentence will represent the pupil's 
answer. Ask the pupil to read the sentence. Continue in 
the same way with the other groups. Present I see you in 
a similar manner. Afterwards have the children find these 
phrases in the Primer. 

If a pupil does not instantly recognize the names of the 
different characters in this exercise, tell them to him. Hold 
, , „, ^ the pupil for only those words that are included 

(2) Words . . 

to be in the word list on page 128. Any other words 

used will require no special emphasis. They will 
be recognized through the rhymes or pictures. For example, 
the words meadow and corn on page 10 are to be recognized 
through the small pictures. The same words on page 15 
will be recognized through the rhymes. 

In the preparatory reading of pages 10 to 15, it may be 
necessary for the teacher to read the second line on page 11 
and the second and fourth lines on pages 12 and 13. It will 
be necessary to do this only once. Afterwards the lines 
will be recognized through the rhymes. 

It is not the intention in these early lessons that there 
shall be drill on every word until it can be recognized 
wherever found. The majority of the classes will be able 
to recognize the words after a brief drill. No more effort 
The should be put on words not included in the word 

emphasis \{gi ihsin is necessary to enable the pupils to get 

to be given *^ . . . 

to teaching the thought of the particular lesson in which they 
words. occur. Such words will then have served their 

purpose. The same general principle may be applied not 
only to the Mother Goose group of lessons, but also to the 
other reading lessons in Part I of the Primer. 

8 



THE PKIMKR 

If, after the pupil has finished the preparatory work, he 
cannot call a word in reading' the lesson, it should he told him. 
This is not the time for him to study it. He should now he 
led lo reali/c that n'a(hii^' i> thoui^dit ^'ettin^', and nothing 
should be allowed to interfere with this |)urpose of these 
lessons. This does not mean that the word should ahrdys 
he told. 'I'his direction refers merely to the reading le.ssons 
in l*;irl 1 of t lir Primer. 

Discuss the cliaraetcrs on paL;e 14 in connection with the 
picture. This should he done with all these lessons. The 
illustrations are rich in material for interesting 
and j)rolitahle language work. The pupils should Suggestions 
rccogmze eacli character in the j)icture and also 14 and 15. 
the names beneath the picture. They should then 
find the names when'ver they iK'Cur in the les>on. 'I'he whole 
faiiiihai- Ho-j)eej) rhyme may be repeated ; then the class may 
be asked u liicli part of it I he pici nre t«'lls. 'I'he answer. " I at- 
tic Ho-peep fell fast asleep." shouM be found and read in the 
Primer. 'I'he words /a,v/ (L'<lirp shouM be found in the next 
line also, and the word (tslrrj) in all four lines. The sentence, 
I see you, >\\u\i\t\ be found mi the blackboard, then u here\er 
it occurs in ijic lesson. Thr |ir>t and second lines should 
be read and com|)are<l. to tind out which words are the same, 
and which ditrerent. Then the whole lesson may be read. 

The lesson on page 1 o ma> be taught in the .same way as the 
preceding lesson. If the words mcadoir and coni are not 
recognized, turn back to page 10, for review. In answer 
to the (piestions, "Where is the cow?" and "Wliere is 
the sheep?", the phrases in Uic meadow and in the corn 
should be found. 

9 



MANUAL 

The following directions may be used to advantage on 
correlated handwork. 

Cut Jack Horner's pie. 

Draw, color, and cut the plum. 
Correlated Draw and cut Boy Blue's horn, 
handwork. Draw and cut Bo-peep's crook. 

Draw Red Ridinghood's basket. 

Fold Tom Tucker's book. 

Draw and color Tin Soldier's gun and drum. 

Cut Miss Muffet's bowl. 

Draw Miss Muffet's stool. 

Draw the web and the spider. 

Trace and cut Humpty Dumpty. 

Draw the wall and set Humpty on it. 

Fold and cut a fence for the meadow. 

Trace and cut sheep to put in the meadow. 

Draw and color the haystack. 

The blackboard may be used to advantage for drill pur- 
Biackboard poses. Write word phrases from Primer and com- 
**"^^^- binations for drill on the blackboard as follows : 



Little 


I see 


Boy Blue 


little 


I see you 


Tom Tucker 


and 


See you 


Jack Horner 


And 


This is 


Bo-peep 


the 


this is 


Miss Muffet 


The 


is this 


Red Ridinghood 


too 


Is this 


has has has 



The following sentences are offered as suggestions for 
supplementary reading from the blackboard of words and 
phrases introducing the new word has. The words in 
parentheses are to be shown by outline pictures only. 

10 



THE PRIMER 

Boy Blue has a (horn). This is Bo-peep. 

Tom 'I'ucktT has a (kite). lio-jx^ep has a (kitty). 

Jack Horner lias a (l)all). The (kitty) is little. 

Red Ridiii^hood has a (fan). I see you, little (kitty). 

Miss MuflVt has a (stool). Bo-])eep has you. 

Bo-peep has a (kitty). I see you and Bo-i)eep. 

Supi)k'iiu'ntar> work. intr()(luc"in«; reel : 

1 see Red Ridin^diood. 

Red Ridin^h(M)d has a little (basket). 

This is the (basket). 

A (s|M>ol) is in the (basket). 

The (basket) is red. 

The (sp(M>l) is red. 

A Httle red (spool) in a littlr n-.l (LaskrH. 

SECOND GROUP OF HK.\DING LESSONS 

I'br u>ual j)re|)arat(>ry laiii^Miatre work, baxMl on the ilhis- 
t rat ions, should first be done. On |»a^'e 1(), the j)Upil >li()id(l 
be riicoura^^ed to talk about bird>. — nest build- Preparatory 

iiiLT, baby birds, parents* care, and other interest- ^°^^ 
iiii: features of l>ird life Tlirii llir four lines of the fir>t 
rli> ine should ))e memorized, if not already known, and 
read from the paire. The tree-to|) baby should be found 
in the lari^e picture an«l elsewhere on the pa;,'e in the small 
pictures, 'i'hc little cra<llc should be |)ointe(l out. The 
class should then liiul the word Ixihj/ by repeating the rhyme; 
they should find it wherever it occurs on the pa^'e. Next 
may bo found and repeated the words that tell where the 
baby is, and the same i)hrase in the lines below. The words 
in the la>t line of the pai^e are to be found fir>t in the first 



MANUAL 




«=^ ^' 



♦ 





f^^^Y 




hk 



Symbols for Supplementary Reading to be Drawn on the Blackboard 

12 



THE PUIMEIl 

rhyme; then the Hue is to be read. Review the sixth Hue. 
Find the phrase This is. Read each rhyme. Read the 
whole lesson. 

Ill the preparatory work from tlir picture on i)a«re 17, 
a story, son^, or poem of mother lo\«' may he read to the 
class. The children may tell about baby brothers or sisters; 
then find the tree-top baby a^ain — the dearest baby of ally 
the tree-to ]) imunmn, the dcdrcst niiuunia of (ill. 

The teacher may write the word baby several times here 
an<l then" on the l)hick.board, one far from the others. I'oint- 
in^' to the \\(»i(l I'arthcst away, she may say, ** Here i> a j)()or 
htth' i>al)y all alone; 1 will irive him a mamma.'* writing 
tiie word iiKiminii by the word Ixih)/. The pu|)il> are likely 
to enter into the .sj)irit of tiie play and a>k that each i)al)y i)e 
^'ivcn a mamma. The word i/iamma is written by each 
wo I'd Ixihy. 

( )iie pn|)il ma\ tind all t he i>abicN, by |)ointini,' to I Ik* words 
and pronouii(in<.j tiiem; another, all the mammas; another, 
both l»abics and mammas. Su^^est to those not reciting 
to watch carefully that no baby nor nnmima be forgotten. 
The interest of all should b«' enli>te<l, in order that all may 
reci'ive the same benetit. 

Introduce and drill upon the word drur, by writing phrases 
such as Dear baby. Dear itKunnid. Review the other phra.ses, 
77//.S' /.v. / see you, frcnn the blaekboanl ; llieii ha\e these 
phrases found in the lesxm. The |)a^'e may nt)W be read. 
The word ncur in the la>t line will be recoirnized on account 
of the rhyme with dear. 

Add to the list on the hlackhoard baby, mamma, dear, has, 
hare, like, and lihis. \\v the>e words for supplementary 

13 



MANUAL 

blackboard reading in connection with simple outline pic- 
tures as previously suggested. Such work will prepare 
for similar lessons given later in the Primer (as on 
page 25). 

With the exception of a few words of explanation on cer- 
tain points, the suggestions already given are enough to show 
how the other eleven reading lessons in Part I 
suggestions, may be presented. After page 20 the reading 
pages 19-52. jgggQj^g jjj Part I are found on the following pages : 
24, 25, 28, 29, 31, 34, 37, 41, and 45. The purpose of these 
lessons is to provide suitable and attractive reading matter, 
based on the word method, for use while the pupils are ac- 
quiring phonetic power from the separate exercises included 
in this same part of the Primer. 

Page 19 is essentially a little girls' page. The Pussy Cat 
rhyme, being appropriate to this place and a favorite with 
all little girls, is used here simply for the pleasure it will give. 
This rhyme should be used only for memorizing and for 
language work in connection with the picture opposite and 
the subject in general. The class will eventually read it, 
but they should not be required to do so now. 

On page 20 the word hall should be recognized from 
the picture; it may also be illustrated from the black- 
board. 

As the following words occur at intervals all through the 
Primer, they should be frequently reviewed : 

mamma dear has play This is and 

baby little have in a this is And 

kitty with like too, to I see you The 

ball my likes it It See you the 

14 



THE PRIMER 

Briefly summarized, tlie |)()ints to observe are: 

1. Do not confine the piij)ils' attention to words and sentences 
in the lesson. Make a distinction between the reading of stories 
and the calHn^ of words and j)hrases for drill. Tlir latter is not 
reading. It is merely a preparation for it. 

^i. Teach tlie pupils to look for the whole story which the lesson 
tells. This will make them realize that readin*,' is thou^'ht 
p'ttin^. The first recpiisite for thought gettin-,' is that they should 
know the words before they attempt to read the story ; hence the 
necessity for a preparatory t:ilk to bring out the thought of tin* 
les.son, a preliminary drill upon the new words of the les.son, and 
a review of the old words in the le.sson. 

:r He careful that the pu|)il in reading does not form the habit 
of pointing with his finger to every word. This encourages a 
jerky word-by-word style of reailing. 

Correlated li.nulwoik ni;iy be carriiMJ on in conneclioii 

Willi the second irroUJ) of lessons OS folloWS : 

Draw and color a tree. 

Draw the tri'c-toj) baby. 

Draw the trtH"-top baby's litth- cradle. 

Draw, cut, ami color A'///v'.v big ball. 

Draw and color the robin. 

Draw, color, and cut ro.se |)etals. 

Paste rose |)etals around robin's picture. 

Draw, color. an<l cut maple leaves. 

Draw, color, and cut apples. 

Draw, color, and cut the rake, rattle, and ring. 

Draw and color fish, fan. feather, flag, and fork. 

Draw and color top, tent, tea|K)t, table, tomato. 

Illustrate the story of Miss Mufct atul the Spider. 

Illustrate the story of The Tree-top Ihiln/. 

Illustrate the story of The Fire Little Pigs. 

Illustrate the story of Jock and Jill. 

15 



MANUAL 

THE FIRST PHONETIC EXERCISES 

In these readers phonetics are taught through blending 
the simple elementary sounds of which words are composed. 
Phonograms, or family groups, which involve unnecessary 
complications and cause much waste of time and effort, 
are not used. 

Talking too much about the phonetic principles and using 
too many devices to illustrate them are likely to confuse 
the pupil and to defeat the purpose of the lesson. The 
fact to be taught should be made to stand out as clear and 
distinct as possible by direct presentation. For this reason 
stories have not been used to illustrate the sounds ; but 
each individual sound has been presented merely through a 
pictured object, the name of which begins with the sound 
to be taught. As soon as the pupil realizes this, he recog- 
nizes each new sound at a glance, without a word from the 
teacher. 

The first phonetic exercise given in the Primer appears on 
page 22. It is not necessary, however, to wait until reaching 
Ear-training ^his page before beginning phonetic work. A 
exercises. fg^ ear-training exercises may be given earlier. 
Those described here will afford suitable and profitable 
employment for even the first day of school. 

The first step is learning that words are composed of sev- 
eral individual sounds. For this purpose give a few brief 
„ ,. . drills in slow pronunciation. Place a collection 

Preliminary ^ 

phonetic of objccts or pictures of objects within easy reach 

of the class. Then pronouncing very slowly and 

distinctly the name of each, ask: *'Who will bring me a 

16 



THE PRIMER 

f-(i-n, a r-o-s-c, a r-r/-/>," etc. Wait between the words for 
the pupil to rrco^'iiize the word and to hriiii.' the object or 
the picture. 

For another exercise, speak iii^^ in hke manner, re(inire the 
pupils to jxrforni certain actions ; as *' ll-a-p on your d-c-s-k,"^ 
'" R-u-u to the d-oo-r,"^ "^ R-u-h your ch-cv-kj^ etc. 

From a few such exercises the pupils will M)on understand 
that words are composed of several individual sounds. They 
are then r«'ady for the x'cond >^trp. 

The .st^'ond step is learning that I'ach sound is represented 
by a letter or letters. For this early work in phonetics, a 
large .set oi" pasteboard letters is \»'ry useful. It is nn- 
necessarx' to |)nrehasr them, as teachers can easily make 
them. l''i\'e or .six jiaslcboard c«.pies of each letter are 
suliicient . 

With these letters form, in the pre-cncc of the pupils, a 
few simi)le words, as r-n-n. r-a-p, etc. rronounce each word 
slowly, i)rolon^iiii: the sinmd ; then ask: "Ibiw many 
sounds has the word ? What is the first ? What is the next ? 
What is the last?" The pupil may now take the word 
apart, sonnd by sound, as the teacher pronounces it ; then, in 
like manner, he may put the cards to^^ether to bnihl the word 
again. Unis, through the physical act of taking apart and 
putting together the letters, the pupil will more readily learn 
the facts that a word is composed of a colliK-tion of individual 
sounds and that each sound is represented by a letter. A 
few such exercises will accomplish the desired purpose in a 
very short time. U.se only the short sounds of the vowels 
in these early exercises. 

The third step is learning to associate each sound with its 



MANUAL 

corresponding letter. To teach this is the purpose of the 
phonetic exercises in Part I of the Primer. The first of these 
exercises is found on page 22. 

The reading matter on this page, as on all similar pages of 
Part I, is to be read to the pupils, not by them. They will 
ultimately read it, but no attempt is to be made to teach 
it. The pupil's part is merely to point out and to sound, 
as often as it occurs, the phonetic element illustrated on each 
page and each phonetic element that is reviewed on the 
page. 

On pages 22 and 23, for example, the purpose is to teach 
the association of the sound r with its corresponding letter. 
Learning to Do uot tcach the Tiames of the letters until the 
sound r to sounds are known. The pupils' attention should 

associate ^ ^ 

sound with be Called to the small pictures of rake, rabbit, rat, 
in"ietTer, rattle, ring. The teacher should then pronounce 
pages 22-23. the names of these pictures, prolonging the first 
sound of each. Have pupils repeat these names several times 
in succession. Direct pupils to listen attentively until they 
can recognize and repeat the initial sound. When the class 
can do this readily, the teacher, pronouncing the sound very 
distinctly, should present the large r's on either side of the 
rose, as the symbol for the sound. Now repeat the words 
rake, rabbit, etc. ; require pupils to point out and sound the 
r's in these words. This is the only purpose for which these 
words are to be used. No attempt should be made to teach 
the reading of them. 

The teacher should now read "Roses red, Roses rare," 
etc. After reading, require the pupils to find and to sound 
all the r's in the words, in the falling petals, and hidden in the 

18 



THE PRIMER 

roses. Treat page 23 in lik<' inamicr, then find and sound 
all the r's on })oth pages. 

Tills may l)r followed hy a game of pieking roses. Let the 
r*s represent the roses which the pupil picks by sounding. 
Several pupils, each holding a pasteboard letter, ^. . 

' _ . Fixing the 

r, stand in line. Oilier pupils pass in front of sound of 
these, and if I hey can sound the leltrr. they may 
take it. Tliey liaxc pieke«l a rose. Foll«>\v this by scat- 
tering r's o\<'r the blackboard, one for each pupil, who 
sounds it as you write. .\ft<r this each pupil finds and 
souncls the r written for him; one j)upil sounds all the 
r's; each may soimd one and erase as he .sounds; and 
so on. 

When the pupils ha\'e mastered the souikI. to r«'view it 
tlie>- may be asked to gi\-e words that begin with the sound. 
'Hiis and nuiiieioii^ other little games and de\ ices ma\- be 
u.sed at this .stage t>f the work to create an interest and to 
give sufiicient drill upon each sound before presenting the 
next. 

Close this exercise by recpiiring the class to turn to the 
Dictionary of Sounds on j)age G of the I'rimer, and to find 
there the htter r and the picture of the rose which illus- 
trates it. Instruct the class, if they forget this or any 
other sound, l<> turn to this alphabet, to find there the 
letter, the sound of which they wish to know, then to re- 
peat very slowly the name of the object illustrating it and 
listen for its first sound. By this means pupils have often 
learned the association of .sounds with letters in advance 
of the teacher's ])resentation of them. 

Reserve a space upon tin* blackboard for recording the 

19 



MANUAL 

letters as they are learned. Give frequent brief drills upon 
them. 

Suggestions here given for teaching pages 22 and 23 apply 
to all similar pages in Part I. 

Teach words roses and Robin Redbreast from pages 22 and 
23. These words occur in some of the lessons immediately 
following these pages. 

From pages 33 and 39, teach the new words find and there. 
Then require the pupil to compare the last word of each 
stud work sentence with the corresponding words below the 
pages 33- pictures. He will not fail to recognize the words 
^^' from the pictures. He should then return to 

the sentence and read it. This provides study work and 
is a review of the new sound presented in the preceding 
lesson. 

The list of words on page 40 is given for an ear-training 
drill, preparatory to the blend drill later on. These words 
g . . are to be pronounced slowly by the teacher ; then 
drill, the pupils are to recognize and to sound all the 

age 40. initial letters. This provides a review of all sounds 
thus far presented. Later this page may be used for a blend 
drill. 

On pages 48 and 49 there is a pleasing review of all known 
Review of sounds. The teacher asks, "Who can run up to 
sounds, the top step first .f^" "Who can catch all the 
pages4 49- babbles .^ " This is, of course, done by sounding 
correctly and distinctly all the letters on steps and bubbles. 
The teacher in reading the lines on page 50 
should give the sound, not the names, of the 
letters c and k. 

20 



THE PKLMEU 



Tin: FIRST V()\VF:L SOl'XD 



Pa^e -j'i prcsonts the fir>t nowcI. This is the time to 
impress the importance of the vowels. Write them on the 
bhick])oar(l. Ineliule the letter y in brackets to 

. The impor 

set it ai)art from the five vowels. .Mention that tance of the 

this letter ?/, pointing' to it, l)ut not ^nviii<^ either ^o^eis. 

1 111 r I P®^* 52. 

name or sound, sometim<"N takes the j)lace of the 

letter /. This is all it is nece.s.sary to .say about it at present, 
but it is nece.s.sary to .say this much because the pupils have 
already met such words as m//, />//. 

Do iiol yel iiit'iilioii fithiT name or xtniid of the \<)wels. 
but call llifin NowcU. Tell wlial Imisv lit I le workers these 
vowels are, how no word is ever found without one or more 
of them. Have pupils |)rove this statement by hunting 
through words in their l*riintr and on the blacklxjard, to .see 
if I hey can find a word withoul one or more of these busy 
little letters. 

Now write the h-n consonants from paL:<' oO. The sounds 
of these |«'u letters have already been tauirht to the class. 
Ue\iew IJiese sounds; then pre«-ent the new 
sound a from pa^e a'J. After ^ivm^' il the usual consonants, 
drill for a new sound, turn to the next two pa^es p^k^s 54 

and 55 

of bnildiuiX blocks, pai^es 54 and 5.'), and draw 

attention to the ininiber of words (represeide<| on the build- 
ing blocks) it is possible to build as soon as we ha\'e just one 
little vowel to us(^ with the otluT ten letters. 



21 



Part II 



PRELIMINARY EXERCISES 



Before trying to sound the words upon the building blocks 
give the two following exercises : 

Exercise I. With the pasteboard letters the teacher 
should form and use, one at a time, the words on the building 
blocks. These words are all composed of known sounds. 
The teacher should pronounce the word, then require the 
pupil to pronounce it. After the pupil has pronounced the 
word, he may take it apart, sounding each letter as he does 
so ; then he may build it again, as the teacher pronounces 
each sound. 

Exercise II. Place the ten consonants from page 50 and 
the vowel a in view and within convenient reach of the pupil. 
Pronounce slowly but very distinctly a word, as r-a-n; then 
require the pupil to select and to place in order the letters 
corresponding to the sounds of the word that is being pro- 
nounced by the teacher. Proceed in like manner until all 
the words the teacher wishes to use have been formed. 
Now a pupil may change ran to fan, fan to pan, pan to man, 
etc. Change man to mat, mat to sat, sat to rat, etc. ; rat to 
rap, and rap to lap, and so on until all the words on the 
building blocks have been formed, or as many of them as 
time allows the teacher to use. Let the teacher pronounce 
each word for the pupil, so that the pupil may pro- 

22 



THE PRIMER 

nounce it after the teacher and select the ri«,'ht letter to 
make the chaii^c in the word. 

If in) pa>tch()ard K'tters are provided, llie fore^oiii^' exercises 
may he ^nvcn hy writing' the letters upon the hlackhoard. Uecpiire 
the pupil to point out those necessary to form the word pronounced 
hy the tcaclier; then write each letter in order as pointed out hy 
the pupil. In plact- of taking the word apart, as was done when 
usin^' the pastehoard letters, the pupil must in this case erase 
each letter as he soumls it. 

Sl.MMAKY OF Tin: TWO lM{i;( KDl N( ; KXKHCISES 

Exercise I «>r first sttp: thr word is hoth |)laced hefore 
tlir pupil ;iih1 |)nm()imce«l l.y the teacher. Thr pupil pro- 
nouiico it after the t«'a<her. ami takrs il a|)art , sound ini; each 
|)art, (H- letter, as he does s»). lie tli.n huilds it a^'ain while 
the teacher pr()m)uncc.s it. 

Exercise II «>r second step: the word is nier<'ly pro- 
iioum-cd )>y the teaclier, not plact'd l>efore the pn|)il, as he- 
fore. 'I'he pn|)il |unn«uinees the word, then s«-le(ts the ri^ht 
letters ami forms the wor«l. 

A few (many are not lUM'ded) .nUcIi exercises in word build- 
ing give the pupil an intelligent preparation for the next and 
mostdiilicnlt step; namely, ac(Hiirin.ir the |>ower to tell what 
a word is thromrh recognizing, pronouncing, an<l blending 
the .sounds of which it is c()m])osed. This we will call the 
third stcj). 

Much of the delay and trouble in obtaining good results 
in phonetic work is due to the forcing of the pupil into the 
third step before preparing his mind, through the first and 
second steps, to take it. This third stej) is taught through 
the blend drill. 

23 



MANUAL 



BLEND DRILLS 



The importance of the blend drill can hardly be over- 
estimated. Its purpose is to train the mind quickly to 
recognize and to associate sounds with symbols, 

Ine pur- " t/ ^ 

pose of the SO that, as soon as the eye perceives, instant 
recognition of the word follows. This will come 
through practice only. The more practice, the sooner 
will results appear. 

In practicing the blend drill the pupils should never be 
allowed to give the sounds in a disconnected, jerky manner. 
The vital ^^^ should be Carefully taught from the very 
point in first to prolong the sound of one letter until it 
eac ing. really blends into, or coalesces, with the next. 
This is a vital point. Success depends upon the strict 
observance of it. 

The following blackboard device, or game, has been found 
A device Very helpful in teaching the blend. Write the 
for teaching, letters (usiug words from 54-55) very far apart and 
connect them with a line thus : 

r a n 

! ! [ 

The distance from a to n is greater than the distance 
from r to a to indicate that the vowel should be more 
prolonged than the consonant. This method of prolonging 
the vowel sound makes it easier to recognize the word. 

Call the line a railroad track, the sounds of the letters the 
cars. Car r runs along the track until it meets with car a ; 
then a pulls it on to n. 

To play the game, the pupil begins to sound the letter r 

9A 



THE i»rimp:r 

when the tcacluT points to it. Tlu- teacher then draws the 
pointer slowly alon^ the line until it reaches a, ^'athers up 
the a without stopping', and runs on to //. The pupil must 
prolong the sounds as the |)oinl«'r is being drawn alonir the 
line. T^epeat several times. He careful that the train does 
not run oil" the track. It does this if one sound stops before 
it reaches the next. At first the train runs slowly, then it 
goes faster and faster. 

In the earlicsj bl('n<i <lrills, use words in which the initial 
sound can be prolonired. Tiie.se sounds are represented by 
such letters as /•, x, /. m, /, n (See paf»e 55). 

'I1ir first cxtTciso in thf Primer for llir l)lcii(l <lrill are 
those with buihling blocks on j)ages 54, 55, 57. These exer- 
cises should be i)receded by thegamejust mentioned. Pages 54. 
and may be supplemented l)y a tlrill u|)on short sim- 55. 57 
pie sentences. These .sentences afTord ver> r\]vc\ i\ c practice. 
They shonld br i>f the simplest i>ossibl<' nature, containing 
but one unknown word, which should be composed of known 
.sounds only. .Ml sight words and |)hrases used should be 
thoroiighly familiar. 

^Villl the Ictlrrs thus far known thr t«'achrr should form 

ver> siiiiplf words which can be represented by objects or 

pictures. lla\e these handv ; tlM'U, writing as 

' • ^ ^^^ Appbcation 

you speak, ask. '* Wiio can do this ? ' (iet a fan '" ; of blend 
-Now thi.:" Miet a cap'; '(irt a top'*': <>tc. ^f ' J*5," 

' 56 and 60. 

Pii|)ils read the srntenee. then get tile object or 
picture which the last word represents. Call the last word 
the secret that is to be discovered through i)len(ling its 
.sounds. Follow these exercises with the lessons on pages 
5t) to (30 of the Primer. 

25 



MANUAL 

In giving blend drills, write the letters to be used in form- 
ing the words, scattering them on the blackboard within 
Blackboard reach of the pointer ; and if the pupil has difficulty 
work. in discovering a word, point out promiscuously 

the individual letters composing the word. Drill upon the 
sounds until known, then return to the word. 

In the blend drill, various lists of words may be used 
with profit. The pupils are always interested in seeing how 
Variation in a new word Can be formed by a different arrange- 
practice. ment of the same letters, as by transposing the 
first and last letters in words like "pan, tap, etc., making 
these nap, pat; then by changing one letter, as pup to cup, 
cup to cut, etc. 

For extra drill and review, select and write on the black- 
board some of the words from each of several pages con- 
taining lists. For example, the following words are taken 
from pages 55, 57, 62, 66 : 



rap 


run 


cap 


pen 


nut 


man 


sun 


fun 


red 


lend 


tell 


dad 


and 


must 


pad 


nest 


cup 


sand 


rust 


cuff 


sell 


fed 


men 


land 


lap 


pup 


tap 


mend 


cut 


Sam 


dull 


dust 


met 


rest 


fan 


sad 


lad 


fuss 


let 


lent 



Select words from other pages and form similar lists. 
Make a list of the words that the children find especially 
difficult to sound, and preserve the list for review. 

26 



THE PltlMKR 



The following list is to sliow that when two consonants 
having' the same sound are used together but one is sounded : 



cuff 

muff 

puff 

fuss 

muss 

miss 

moss 

mass 

(l..]| 

r..ii 



ill 
fill 

mill 

spill 

odd 

less 

Bess 

dress 

grass 

L'lass 



pic-k 

j>eok 

tick 

tock 

duck 

Dick 

rack 

rnck 

lock 

cltxk 



It i.^ well to l)car in niin<l that the Ijh'iid drill i> a training 
of ear, eye, and xocal organs; therefore, do not hurry the 
class over thi> >te|), or Ix-eoine impatient heeause results 
are not (|niekl> a|)i)arent. This is the foundation upon 
whicii .sueee>> depends. I'iuu' will he lo.st or gained accord- 
ing to the manner and t iuiroughness of dealing with this 
step. I'atient and persistent |)raeliee will \ield re>ult> that 
will ampl\ re|).i> tlu- lal)or expeiuled. From it the pupil 
gains |).)\\(i- whicli insurer most rapid progress. 

SKillT WoHDS 

Before presenting a lesson the teacher should look up 
the new sii;ht words in the le.s.son. These will 

. . The sight 

he found listed hy |)ages on page 128 or ital- words to be 
icized in the les>on. Look throuudi the lesson also i^^-ned in 

Part I. 

for old siudil words that may need reviewing. 

In the writing of the.se lessons, especially those in rhyme, 
elfort has been made to keep the nuud)er of sight words 
in each lesson as small as possible. Where it seemed 

97 



MANUAL 

desirable, a new word has been used, here and there, in 
order to allow more freedom of expression. In most in- 
stances, this new word was needed but once. Wherever 
such words occur they are printed in italics. Thus both 
teacher and pupil may know at a glance that such a word 
is to be told to the pupil if he does not recognize it from 
the context. In most instances, the pupil will get these 
words through the context. He may be en- 
itaiicized couraged to do this, but he should not be re- 
^°^ ^' quired to sound them phonetically because they 

are either unpho7ietic or they are composed of sounds that 
have not yet been taught. In some instances, only part of 
the word is italicized, as the y in softly (page 74). The 
sounds of the other letters in this word are known. The 
first italicized word occurs on the last line of page 56. 

As these words are used merely for expedience in the 
particular places where they occur, and are there designated 
by italics, they are not put in the word list. For example, 
on page 64, the only new sight words are the italicized words 
Rub-a-dub and There. All the other words in this lesson 
are either well-known sight words or words based upon the 
new phonetic principle taught in this lesson and other 
known sounds that the pupil can master for himself. 

In Part II of the Primer there are very few sight words. 
This is because the subject matter here is based upon pho- 
Sight words netic words which the pupil should be able to mas- 
in Part II. i^j. f qj. himself, through the knowledge of phonetics 
which he is acquiring as he progresses from page to page. 
This is made possible by the careful selection of the words 
and the adaptation of them in the subject matter. 

28 



THE PRIMER 



PIIONKTIC" LKSSOXS 

Each plioiu'lic lesson in Part II is wrilton to illustrate and 

to aflord application of a certain sound or |)honetic principle. 

Di-jll ni;it«ri;il loi* tlii> i> i)r()\i(lc(l in .sc|)arate exer- ^^ 

' The 

cises immediately preceding each reading lesson, purpose of 
Thus after the ])reliminary <lrill the pupil is ahle to 
work out the lesson for hini>elf. This |)rovides excellent 
shi(l\\V()rk at a Ncry carlx jx'riod. 

As the ()l)jc(l of each lo^oii is so a|)part'nl, I he fact 
to he tau^dit so woven into cn cry sentence, that it is hardly 
possihle to losr slight of it, it will he unnecessary to ^ivc 
other than ^'cncral diirctions for Part II. 

He^innin^' with pa^e oT, each ih-w sound is |)rr>rnt('d 
throu<^h a picturccl object, as in Part I. tluii followed hy a 
pa^^' of words and sentences f«tr a Mend drill. 

Page 57 

and then used in the words of the rcadinir lesson. 

The inclliod of present in;,' the j)lionetie lesNoiis in the 
Primer iiia\ he hriefly outlined as follows: First the |)re- 
liminar\ «lrill upon the new phonetic element con- ^^ 

' ■ The method 

tained in the lesson, then the drill upon the new of presen- 
si^ht W(»rds, and the re\ iew of slight wonU. Lan- 
pua^M- work ^houM follow lo hiiuLT <>ut the thought su^^^'sted 
hy the illustration or hy the suhject matter. When this 
work has heen done, there is nothin«^ more to do except to 
recpiire the j>upil to apply his knowledge in reading. In 
other words, the uatiu'e of these lessons makes the numner 
of teaching: them self-evident. 

Page li:^ is tt) he read to the class. The four letters 
presented here could not well he represented through words 

2U 



MANUAL 

containing short vowel sounds. These letters are presented 
Page 113. fully later, but were given in this way here be- 
cause they are in the Dictionary of Sounds on page 6. 

GAMES AND DRILLS 

For teaching the association of sounds with corresponding 
letters, games and drills may be used to advantage. The 
following are suggested : 

After using the means provided in the Primer for teaching 
each new sound, write the new letter very large on the 
Hide and blackboard. This is to make it impressive. Place 
seek. corresponding pasteboard letters around the 

room — along the chalk tray, on the window sill, etc. 
Write the same letter on the blackboard, high up, low down, 
in the corners. Draw a tree on the blackboard, write the 
letters on the branches, and so on. Now play hide and 
seek, letting the pupils find and sound the letters. 

Draw a number of fishes on the blackboard. See out- 
line pictures. Write letters on the fish. Use pointer for 
fishing rod. Pupils may catch fish by pointing to 
each letter on the fish and sounding it. See who 
can catch the greatest number. 

Draw a tree on the blackboard, write letters on the branches 
to represent presents. Let pupils select the presents they 
Christmas wish by soundiug a letter from the tree and 
*r®® naming an object which begins with the sound 

of the letter. 

Write on the blackboard several rows of letters, each con- 
taining the same letters arranged in different order. Have 
a pupil sound correctly as rapidly as possible the letters 

30 



Tin: PRIMER 

in the first row. Keep time with the watch. Have the 
other rows sounded l)y other pupils in the same 
manner and note the time. See which i)upil ^"'^^^"g » 

'■ ' race. 

sounds the letters correctly in the shortest tim<>. 

In the ^ame the teaditT liohU iij) a letter or points to one 
on the l)lacki)oard and says, "I am thinkiui,^ of somethin*^ 
whicli begins with this sound." Then the j)upil Guessing 
gives the .sound and a.sks, *' Is it a man?" "Is k*'"* 
it a mat?" "Is it a mou>e?" "K it the moon?" etc. 

The teacher holds up a letter card or |)()int'> to a letter on 
hlackhoard ; th<' pupil Ld\«'s the >oun<l of the letter. This 
drill ma\- he \ari(d l)\- ha\im,' the teacher ijive ^ ... 

'^ Drill on 

a .sound and tin- |)n|)il tin<l the (•(►rrespoiidimr sounds of 

letter amoin,^ the letter cards or amon^ the letters 

on the Maekhoard. If any j)upil hesitates, recpiire him to 

refei- to the I)ictionar>" of Sounds. 

Re(|uire the <las> to o|)«-n their Primers at the I)ieti(>nary 

of Sounds and to keej) them oi)eFi for reference. The 

teacluT holds up tlw pasteboard letters one at a ^, 

' ' Class 

time, rc(|uirinL; the class to look at each carefully, exercises 

I , , , • . , .1.1 • 1 • • for review 

l)ut not to i.M\-e its >oimd until the signal is piven 
l»y lowcrimr the letter or l>\' any other means preferre(l. Al- 
tcrnatel\' hold uj) and lower the same letter several times, 
having the chus.s .sound it each time it is lowered. This 
gives the less advanced pupils time to think before the others 
answer. It also allows time for those in doubt to refer to 
the illustrated alj)habet in their books, open before them for 
that pur|)o.se. 

Call a |)upil to stand before the class. Hold up the j)aste- 
board letters in the manner described above. See how many 

31 



MANUAL 

of the letters he can sound correctly and win. He wins the 
Game for letters he can sound. If he wins all, allow him 
review. ^j^^ privilege of choosing another pupil to sound 

the letters. Although but one pupil at a time is thus reciting, 
the others, through interest in seeing how many letters the 
pupil reciting will win, will sound them with him mentally 
if not audibly. 

For variety other simple games may be used, provided 
that they are not allowed to take too much time or are not 
other given undue prominence. These exercises need 

games. take but very few minutes a day. They may 

soon be discontinued entirely. Never continue to use a 
device after it has served its purpose. 

See Seat Work for Primer at end of the Manual. 



32 



THE FIRST READER 

Thi> Fii-I Kcadrr (-(mtimir^ the iiicth(Ml ('ini)l(>y(Ml in the 
rriiiuT aiul ;i(l\aii(M's the student l»y easy sta^'os and inter- 
esting^ lessons in learning to read successfully jhe method 

and rapidlv. The process he-^MUs with a little in- <>' ^"^- 

ment. 

troductury story in rhyme that is to he read hy the (,) rhe 
teacher and talked over with the ejas.. line tiie '^'"'>' 
opi)orl unity is ;^MVen t.. eniidiasi/.e the iiiii)oitance of the 
vowels and to show how they are really the keynotes of 
words. This introductory story is followed hy a demon- 
stration of the iises of the vowels, illu-t rated hy words, 
(lrilie<l in srntences, an<l ai)plied in a readini.' lesson. 'Hiis 
process is repeated until the phonetic facts are learned and 
the ])honctic principles acMjuired that are necessary in ni- 
depcndent readini:. 

From the Primer the i>npils should have ac(piired a 
thorough knowledjxe of all the consonants and the short 
vowel sounds. They should then he ahle to read ^,) n,c 
anythin.u within these limits. The hardest part consonants. 
is now over. Henceforth projrress should he rapi<l. 

Tlie pupils' attention has already heen directed to the 
importance of the vowels i See pa^e 21 of Manual). The 
fact was here tauirht that no word is ever found (3, j^e 
without a vowel. Hut the i)upils have m)t yet ^''•*^''*- 
hccn tauirht that the vowels have any hut the short .sounds. 

33 



MANUAL 

They are now to be shown that the vowels do have other 
sounds and what causes them. 

To teach the names of the vowels, if not known, or to re- 
view them if known, write the five vowels upon the black- 
board and talk about their last or family name 
the names (vowel). Compare this with the first and last 
of the names of the pupils' families. Tell the vowels' 

vowels. / . \ mi • •! 

nrst names (a, e, i, o, u). Inen require pupils 
to hunt through words, on the blackboard and in their 
own books, to find certain vowels pointed out by the 
teacher from the five upon the blackboard, saying as they 
find each: "Here is a vowel; its name is a." "Here is a 
vowel ; its name is i" ; and so on. 

Draw attention to the fact that the vowels can do some- 
thing which none of the other letters can do ; namely, sound 
their names in words ; and that one vowel helps the other 
The effect vowcls tell their names. Now without telling 
vowef upon t^^^^^' \e2iA the pupils to see how one vowel helps 
another. another tell its name. 

The purpose of the opening lines in this reader is to im- 
press the effect which one vowel has upon another. Prelim- 
inary to this the pupils must know the naines of the vowels. 

Begin with the busiest vowel of all, the final e. To intro- 
duce this, repeat the first stanza of page 2, which refers to 
the vowel e. Write upon the blackboard or, better, form 
Showin with pasteboard letters, the words from page 3, 

the efifect of can, pin, hop, tub, taking one word at a time. 
Have each pronounced. Ask: "How many 
sounds .f^ What is the vowel sound .'^" Now place an e on 
the end of can, and tell the pupil that the word is now cane. 

34 



THE FIRST READER 

Have him pronounce the word. Ask: "What is the vowel 
sound now ? How niatnj sounds now ? How ifuun/ h'ltcrs ?" 
This hist question is to draw liis attention to the sik^it 
h'tter. Remove the sih'ut h'tter; the word is now ran. 
Ask: "What is the \()wel sound now?" Re|)hiee the c. 
The word is ('(inc. A>k : "What i^ the \()wel >ound now?" 
Treat pin, hop, tub, the same, to show tliat fdiri/ c helps all 
her brothers and sisters alike. Have all four words, can, 
pin, hop, fuh, pronounee(l. Now j)laee an c on the vnd of 
each, and |)ronoun(r tin- word^. RcnioNC tiie final c and 
pronounce tlw words a^ain. 

Continue witii other words from the same pa^e. l^y thus 
allcniatel.N addini: and rrmo\in^ tlu' fuial r, pronouncing 
the words |Imi> formed r.idi time, the pupil \'ery soon dis- 
co\ers ir/iic/i sound i> ehani:ed, wliat the sound is <iftrr the 
chan^'e, and what has ('(Uiscd the chan^'e in sound. He will 
see that since tin' word has the same number of soimds with 
or without \\\i' Jinitl r, \\\o final r is not sounded itself, l)ut 
has cau.sed the other \-oweIs to tell their names. 

Use for seat work here S<'ction K Kxercise \'I, pa^e 57. 

Now ^'ive application of this ^'eiieral phonetic principle. 
Take up lon^ a first, exercises for which are ^iven as follows: 
word dl-ili, l)ai:e 4; sentence drill. jMLTe .') ; re.-idini,' Application 

nuitter ha.sed u|)on tin- same phonetic princi|)le, o' fi"*' •• 
pa^es (') to 9 inclusi\('. On pairt* f) alone, the point to he 
taui^ht occurs 2') times in 17 dili'»Tent words. Thus it may 
be seen how thoroui:hl>- each |)lionetic j)rinci|)le is treated. 
The JOO //<•//' words which a knowledge of this one general 
j)honetic priiuiple enahlcs the pupils to read readily may he 
found on pages 4, 10. 1<>. 21. 

35 



MANUAL 

The next general principle is that of two vowels coming 
together, as ai, ee, ea, oa, and ay. Teach this second general 
principle in the same way as iinal e. By alter- 
voweis and natcly adding and removing the second vowel in 
diphthongs. ^Qj,(jg from page 29, lead the pupil to see how the 
second vowel causes the first to have its name, or long sound, 
while, like final e, the second vowel is silent. This rule is 
not so general as final e ; there are several exceptions ; but 
such a large number of words come under this rule that it is 
general enough to serve the purpose. In developing this 
principle, do not use words in which exceptions occur ; 
later these will receive special attention. 

The rules for the use of these — final e and two vowels — 
are the only general rules. The remaining phonetic prin- 
ciples are presented each in a group of lessons specially de- 
signed for the purpose. The manner of doing this is so 
plainly designated in each group that beyond mentioning 
a few points no further instructions for teaching them are 
needed. 

The teacher should read each column of words on page 80, 
leading the pupil to discover the different sounds of y in each 
The three column ; the position, initial or final ; and the 
sounds of y. presence or absence of a vowel in the word. From 
the application and drill given upon the three different 
sounds, the pupil will soon be able to distinguish when the y 
has one sound or another. 

Do not teach the diacritical marks here, or in the few 
other places where used. These marks are for the teacher's 
guidance, though the pupil may recall them later, when he 
is better able to understand their use. 

36 



THE FIRST READER 

In presenting oir on pai^e \)-\, it will i)o suflicient to tell the 
pu|)il that oir is sometimes soiindetl as lon^ o, as he learned 
on pai'e SO ; sometimes as ow. When he meets a ^^ 

* '^ " — The sound 

word eonlainini,' oir, he sliould try first one sounii of r^r and 
of Oir and then the other, in order tt) find out the '- 
word. In a few cases it may he either the one or the other, 
as in hou\ roir. In >ueh instances the context will show 
which word it is. lie will learn these two sounds very 
readily from the application <»f f luni in the exercises provided 
in his })0()k. 

i{e(|uire -iiKj to he ^d\'en as one somul. Al>o re(juire the 
class, whenever they meet an unknown word eontainiuL^ 
-ifffj, to cover the -infj until they reco^'niz<' that Teaching 
part of the word which f)rece<les it. then tt) add •'"*' 
the -iiKj, and pronounce the word with the -I'ifJ. 

flKMlT wnnns 

l'\)r the reasons statetl on pa^''' -"> <»f the Mainial, there 
are \-er\' few si^ht words in this reader. The most of them 
are the itali(i/.«'<l words des(ril)e«l on pa^e 2S of the Manual. 
Whenever any of these wonls are u.se<l often enouirh to he- 
come familiar, they are no lon^'er italicl/ed. They ha\c 
tin Ml hecome known as sijjhl words. 

Where only part t)f the word is italici/e(l, as the -in(j on 
pa^e 4.'), the italicized part only should he told. This is 
italicized here hecause, at the time of usin^ it, the -///.7 had not 
yet heen presented. The rest of the word the pupil can pet 
himself. The whole plan of the readers is to develo|) the 
pupil's self-activity. For this reason never tell him what 
you know he has tlu^ power to work out for himself. 

37 



MANUAL 



READING FOR THE THOUGHT 



The suggestions given so far have dealt principally with the 
preparation for reading, or word mastery. While this is 
(i) Getting ^^ ^Yst requisite, — for there can be no thought 
the thought, getting without a knowledge of the words in 
which the thought is expressed, — it is merely a means to 
an end, and should not be confused with the end itself. 

The pupils should be made to understand clearly that 
reading involves the ability to obtain and express the thought. 

Ex ^^^ merely the ability to call words. The New 

pressing the Sloau Readers prepare the pupils to make this 

''"^ distinction by giving all necessary drill apart from 

the reading lesson proper, thus leaving their minds free to 

interpret and enjoy the story of the reading lesson. 

Even the drill sentences can be used as an aid in forming 
a habit of looking for the thought. This may be done by 
How to use <iir^<^tij^g the pupil's attention to the fact that 
the drUi there is a thought in them. Each sentence tells 
something. The teacher says, "Read the sen- 
tence, and give me the thought. What does it tell you.^" 
''It tells me to shut the gate." "It tells me to rake the 
grass." "It tells me to get the spade." Require each 
pupil to read the sentence silently and whisper it to the 
teacher before giving it as a whole. In this way one pupil 
does not hear the other read, so each pupil is encouraged to do 
his own reading. 

In the reading lessons impress upon the pupil that he has 
not read the story unless he understands and can give back 
the thought or message it contains. For even in these simple 

38 



THE FIRST READER 

lessons there is a message. To retell the story he must, of 
course, he ahh' to appreciate and to understand the thought. 
The first step, therefore, is to find out what the „ 

' How to use 

pupil kn()\V> nl)()Ilt IIh' >lll)jt'ct or to find out if the reading 

there is anything iu llir lesson to he read that 
might interfere with liis getting a cU'ar mental picture of it. 
If so, overcome the obstacle before recpiiring the puj)il to 
read. Make a careful study «»f the les>ou, to find out what 
associations of interest may he de\-eloped, what terms may 
need explanation, and what aeti\ities can he carrie(l on to 
make the lesson effective. 

The story of .Jean and Neal at the coast (pages 52-55), 
for instance, will he full of interest to children who have 
played hy the seashore and have experienced the pleasures 
described in the story, such as gathering shells and seaweed, 
digging for clams, listening to the waves })reaking upon the 
rocks, watching' the lit tic th-cks of sea foam liding ashore 
on the waves, chasing lh«-in aloiu: the hrach until the hreeze 
wafts them hack to sea. Siiuilail\. on page JT, they will 
understand what is lueaiit 1)\ the little wave's "running 
hack to sea to get liig ami l>ra\«'." and how it *'la|)pcd the 
shore in yonder ca\'e." 

Hut to those who ha\e ur\tr Itccii at the .seashore these 
things will not mean so nnich. The\' shouhl he made as 
real as possible to the children through pictures, objects, 
and conversations, csju'cially by having i)upils who have ex- 
perienced these ])leasures describe them. All this will pro- 
vide interesting and profitable language and nature study 
work, and it should be given in the language or nature study 
lessons. 

39 



MANUAL 

Suggestions for aiding the pupil to obtain the thought 
(See page 22) : 

"Robin's Tune." 

Pupils' aim: To recognize the meaning of the message in 
the story. 

Teacher's aim : To prepare the pupils' minds to receive 
the message. 

Teacher's preparation : Finding what the message is ; study- 
ing the story to determine the points on which the pupils 
may need help ; deciding upon the best means of giving this 
help ; and making the necessary preparation for giving it. 

The message: Look upon the bright side, and make your 
own sunshine. 

Do not point the moral. Bring it out in such a manner 
that the pupils will wish to put it into practice. 

If the facts pertaining to nature in this lesson have not 
been brought to the pupil's attention through the 

Correlation. , i i 

nature study work, the nature study period may 
be used for doing so. 

The class will be acquainted with the robin through the 
_ , lessons in the Primer. Here call attention to the 

Supple- 
menting robin's characteristic cheerfulness as shown by his 
now e ge. gjj-^gjj^g -j^ ^j^^ j,^-j^ rpj^-g j^^y ^^ donc by reciting 

such lines as : i^y 4. 1 • 0.1 * -i 

Listen ! m the April ram ! 

Brother robin's here again." 

, — Mrs. Anderson.^ 

and 

"In the tall elm tree sat the robin bright, 
Through the rainy April day." — Celia Thaxter} 

^The whole of these two poems will be found in a compilation, Nature in 
Verse, by Mary T. Lovejoy. 

40 



'IHK FIRST HEADER 

Quest ions to hrin^ out c-tTtain poiuts on wliich tlic pupils 
may need lielp in order to reach a right understanding of the 
story : 

Was little Jack Hume liapjjv ? 
How do we know lie was not? 

(Do not try to explain the meaning of the word "fume." 
It will l>e reeognized through its applieation.) 

Was Uol.iii happy? 
How did he show that he was? 
What eoh)r does rohin's song say the sky was? 
What eolor are rohin's eggs? 

How d(Kvs the story tell what color rohin's eggs are? 
(This will show the meaning of the word hue). 

Who rememhers Jack and Jill in tli«' i'rim<T? 
Were Jack and Jill hoth hoys? 

What other words could we use in |)la<e (.f "Jacks" juid "Jills" 
to show what thesc» lines mean: 

"Now all little Jacks, And littlr JiJN t.»o"? ( Hny. and girls.) 

What kimi «'f weather do we hav«' in June? 

What would hapiMMi if we had all sun and no rain ? 

Of what use are dull rainy days? 

How (h)es "Rohin's Tune" tell us thai the rain will pass aFid the 
sun will shine again ? 

Listen to these lines to sec if you can find the same thought as 
in " Rohin's 'I'un** * : 

" Patter, patter, let it |)our. 
Ratter, jiatter. let it roar; 
Soon the clouds will hurst away, 
S<M)n will shine the hright spring day.'* 

How many have hcljHMl mannna hy amusing baby? 
Did it make baby happy ? 

41 



MANUAL 

Did it make mamma happy to see her Httle girl or boy kind to 
baby ? 

How did baby and mamma show they were happy? They 
smiled. 

Does the sun make us feel happy ? 

How are smiles like sunshine ? 

How can we make sunshine on a dull day ? 

Listen to these lines and see if they will help us to know : 

"Kind words are like sunbeams, 
That sparkle as they fall ; 
And loving smiles are sunbeams, 
A light of joy to all." 

Do you like the story of "Robin's Tune" ? 
Which thought do you like best ? Why ? 

Dramatize "Robin's Tune" to contrast the fretting, 
Dramatiza- frowning Jack Hume with the happy, singing 
*^°" robin. Dwell upon the happy thought in the poem. 

After this lesson, when little frets and worries arise, the 
child will thoroughly understand and appreciate the signifi- 
cance in the teacher's question : "Are you singing Robin's 
Tune to-day?" 

As many of the reading lessons are based upon nature, 

it w^ill often be necessary to give the preparatory work for 

them a day or so in advance of the reading. For 

special "^ .,,.,,, 

preparation example, the story following "Robin's Tune ' — 
U) )r°'''" "I^ave and the Bees" (page 25) — will call for 
formation observation of bees, ants, and spiders. The last 
four lines in this lesson should be read to the class. 
For the lesson called "The Little Seed," and the poem that 
follows it (pages 37-38), it will be interesting to soak some 

42 



THE FIRST KKADKR 

seeds (beans) the clay previous to developing the thought 
of the lesson. Pass the soaked beans around among the 
pupils, and require them to remove the skin and find the 
"wee plant within." IMaiit soiiu- of the beans; then every 
few days pull some of them uj), and note what has hapi)ened. 
This will enable the i)Ui)ils to understand perfectly how the 
little seed 'Mown in the deep" felt the "wee ])lant within 
it creep," and how the 'Nun>liiiH' and the rain awokr it from 
its slee])." 

For i)ages 44-4o, open a milkweed pod out of doors. It 
will explain very vividly what hap|)t'ued when the "frolic- 
some wiiKl" \i>ilr(| llu' milkweed x'cds. 

All >n(li cxcrcisr^ will not (>nl> aid in developing the 
thought of the Trading Ic^-on. Init will l)r interesting and 
profitable in t liem><'l\e>. 

Preparatit)!! for >neli storio as "Mr. I'ox" aiul "Old King 
Cole'' (pages 12-20) may be nia.le l»y telling similar <,, story 
fairy stories. The purpose of the>e, as of all fairy '''"'"'■ 
stories, is to develop the imagination. 

Pre])arati(»n for >tories depicting eliildreirs plays and 
pleasures, sueli as the i)i<nie at the lake i)ages 6-9) and 
others, may consist siinpl\- in having pni)ils describe similar 
experiences. 

These suggestions f(.r the different classes o{ stori<vs, to- 
gether with the outline fiM-developing the thought in "Robin's 
Tunc." will serve to show how all the lessons in this book 
mav be taught. 



43 



THE SECOND READER 

Attention is given in these directions to the teaching of 
those phonetic principles that have been found difficult 
by children. The simpler elements have been given no 
special attention and they need none. They are to be 
learned simply by repetition. Ample opportunity for this 
is furnished in drills, lessons, and in numerous reviews. 

Attention is now called to the effect the letter r has upon any 
vowel which precedes it. This effect of r should be strongly 
Effect of impressed upon the child's attention. Write a very 
the letter r. j^rge R upou the blackboard, and say, "Here is a 
letter we must always remember when we are trying to sound 
a word." The following story has been found a great help : 

Have the children sound r, and call attention to the rough, 
growling sound it makes. Say that you think this sound 
must frighten all the little vowels ; because, when they are 
alone in a word and r follows right next to them, they do not 
follow the rule. When e comes at the end of a word they 
nearly all follow the rule again, except a. Be careful to show 
that when r comes before the vowel it does not alter the 
sound. For this purpose, if the teacher thinks best, she may 
continue the story, saying that the little vowels are not 
afraid when r comes before them, because then they can run 
away if they like ! ^ 

^ It is well to remember that too much or too frequent story- telling of this kind 
is not advisable, because the children are apt to pay more attention to the story 
than to the point it is intended to emphasize. However, indulged in occasionally 
it carries the point, brightens the lesson, and pleases the children. 

44 



THE SECOND READER 

Now write upon the blackboard these words : fern, first, 
curl, car, corn, care, fair, or any siniihir words. 

From previous lessons, the ehildreu will expect the vowels 
in the (ir>l four words to Ix' short, since there is nothing 
to make thcni loiiir. Alx), in the words care and fair they 
will expect tin* a to be lon^', since there is an e at the end 
of one word and two vowels are to^^'lhcr in the other. 

Pronouncr all these words, sliowin:,^ that none of tlicni 
lia.s the expected soinid. bccansc flu- /• li;i> clinii^cd 
thcni all. 

Now ;,q-onp to.Lr<'tln'r t hox- words conlainin<,' rr, ir, and ur, 
sh()win«.' that the r in each word has caused all three of the.se 
vowels to lia\(' I lie same sound. Drill upon tli(vs(> before 
takint: np the others. 

'Hie or may be taken next. This, in a nnnil)er of words 
when |)receded by ti\ sounds like rr, ir, and ///•, but in most 
otlnr words, which lia\e not [\\i' fimil c, it sonnds n. 

Next comes <ir. riiis I he ( hildren seem always to remem- 
ber when told that if </ and /• come to^'ether, and there is no 
other vowel in tin' wonl, the a tells r's name. 

When tin- (hildren are (piite familiar with this step, intro- 
duce words conlainin;: ar with final c; then ai-r. Drill 
alternately upon the>e three etl'ects of r, showim: that the 
last two ixive the sound </. 

\N hen the (hildren come to words of more than one 
>\ liable, il nia>- be well to instruct them that a \-owel 
followed by a double consonant is short. 

In many words the first vowel is also .short when two 
diU'erent consonants follow it, and long when but one con- 
sonant intervenes between the two vowels. 

45 



MANUAL 

This last rule does not hold good in all cases, but in enough 
to be a very useful guide to the children. 

THE PRONUNCIATION OF WORDS 

The following drill upon prefixes and suffixes has also been 
found very helpful : 

Prefixes Write a list of words upon the blackboard, to 

and suf- each and all of which the same prefix or suffix can 

fixes, drill ^ ^ 

device. be added. We will suppose it to be a suffix. 

Tack a card on the end of a pointer, and with it cover 
the suffix. Have the children tell the word ; then remove 
the card, and have them repeat the word with the suffix 
added. Be sure that the suffix is well known before attempt- 
ing to add it to the word. 

Teach page 34 (suffix -ed) in this manner. 

After these drills, when the children come to a long word, 
they will of their own accord cover part of it, sounding the 
Syllabi- uucovcrcd part first, then the other ; and so on. 
cation. j|- -g astonishing to note how much help this seems 

to afford them in discovering long words ; and also, with a 
little careful guidance, how quickly they gain some knowl- 
edge of syllabication. 

Lists of words, containing some of the simpler prefixes 
and suffixes, have been prepared for the guidance of the 
teacher. The first of these occurs on page 24. The teacher 
will supplement these. 

Attention is drawn to the fact that these lists have been 
selected so as to review as many rules as possible. Some- 
times in one word alone three or four different points are 
reviewed. 

46 



THE SECOND READER 



SICJIIT WORDS 



AVith one or two exceptions, mentioned below, the only 
sight words ill tlic Second Ri'ader are the italicized words. 
The exceptions are : one or two words having a vowel sound 
so nearly like those already known that the puj)il will sound 
it closely enough to recognize the word and will call the 
word aright. Such words are (hire and fdiri/ on pages 40 
and 41. These words are uxmI here hefore this sound of a 
has been presented. 

The other occasional >ight words that are not italicized 
are itupJinnctic words that contain, nevertheless, known 
\-owel .sounds. In lliis ^niall hst are such words as don't 
and both. I'lie reason for not ilalieizing these words is that 
by tlw lime lliey are presented, the pupil will of his own 
accord try ditbrent sounds of the vowels when he meets 
sncii W(tr<ls. and will tliiis readily reeogni/.«' fliein. 

It would be well to scjfci ()ecasionall>- Mieli iDiphonctic 
words am! re(iiiir«" (lie pnj)il to try dilFerent sonnds of the 
\-ow('I in «»rder to make ont the words. 'I'his practice will 
lieij) llie j)ni»il in his Mipplrinentary reading and it is good 
njionelie drill. 



47 



ENUNCIATION AND EXPRESSION 

The dominant purpose in the teaching of beginning read- 
ing is to give the children quickly the power to acquire 
thought from the printed page. To this end the lessons 
must be organized, the content adapted, and the phonetic 
system developed. There are, however, other minor pur- 
poses in the teaching of beginning reading to which atten- 
tion must be given. 

CORRECT ENUNCIATION 

Be careful to require clear and distinct enunciation. The 
teacher must realize that correct utterance depends upon the 
proper position of the organs of speech. She must know 
which organs are used in pronouncing the various sounds 
and what positions of lips, teeth, tongue, palate, etc., are 
necessary to produce the various sounds. This infor- 
mation may be learned from any good dictionary. More- 
over, the teacher may practice the various sounds her- 
self, carefully noting which sounds depend upon the 
respective positions of the organs of speech. Then, when 
a pupil has trouble in enunciation, she will know where his 
trouble is, which organs of speech he fails to use properly, 
and what drill in sounds will supply the exercise necessary 
to correct the error. 

Making the pupil conscious of the correct position which 
his vocal organs should occupy usually results in increasing 
his difficulty. He will overcome his trouble only through 

48 



ENUNCIATION 

practice that exercises them in the ri^'ht position ; therefore, 
give him abundant drill in slowly pronouncing,' those words 
that contain the sounds with which he has troui)le. 

HKADIXG FOR EXPRESSION 

There can he no expressive readin^^ wilhoul a clear grasp 
of the thought, just as there can he no grasp of the thought 

without ;i knowledge of the wor.U in which the j^^ ^^^^ 

thought is expressed. Kxi)ressi()n, therefore, de- tion of 

. . <• 1 1 I »i » thought 

])en(ls upon a knowledge of the words, hotli as to ^^^ ^^ 

form and content; and upon the ready recogni- pression in 

1 • . • r » 1 reading, 

tion, undcr>tan<ling. aii<l ;ipi)i-cciat ion ol the 

thon.-ht. To fhi. may he aihled practice in reading, to 

dcvcloj) a *(Hiick synthetic glance of eye and mind." 

When Ih.' i)upil has these he will express the thought as 

nalunilly in reading as he cxprcsM-s his (,wn thought in 

talkini:. TliercftWe, when c\pre>^ioll is lacking. Expressive 

the teacher will need to lind out in which of the ^^-<*j^^8 
rcquisitesof expression the pu])ilisdelicicnt and help pupil's 
him I., make uj) his .Icliciency. The dehciency f""" 
,,iUMi may he overcome ihrou-h the manner in which the 
pupil is reciuired to study his readin-. Such din-clions as 
"Sluily your lesson, read it over so many times," will not 
sullicc. Wr should he assigned some definite purpose in 
the reading of it, and he hel.l rcsjxjnsihlc for results. 

In the as.signmenl of work for study the object should be 
to secure tlie necessary practice in reading through such 
means as will retiuire the ])U])il to give thinight and attention 
to it. \\c may be rccpiircd to look \i\) certain points of the 
lesson. The teacher may write directions on the black- 

49 



MANUAL 

board, as for page 9, Second Reader. Find all that is told 
about the stream, and about the mill wheel. Example: 
How many things the stream helped, how it helped each, 
what the mill wheel did. Another time the pupil may be 
required to write about a certain point in the story, a re- 
quirement which will necessitate the reading of the story 
over several times carefully. In the story of "The Mill 
Stream," the pupil may be asked all the objects that Frank 
saw, and one fact about each, etc. Or he may compare 
passages in one story with some in the former lesson to find 
either similarity or contrast in thought, as : Find a thought 
in this story similar to one in Stevenson's poem, *' Where Go 
the Boats," on page 51 of the First Reader. (The teacher 
should write the two stanzas of this poem on the black- 
board.) Before the pupil will recognize that the leaves 
"floating down the stream," and "down the river," are, 
in both selections, compared to "little boats" he may have 
to read the story over several times. Thus it may readily 
be seen how much the pupil will gain, even in mere practice, 
or word study alone, through being held for definite results. 
Because he feels a purpose in such reading, he will enjoy it, 
a pleasure that is his right. 

To get these results, effort and preparation will, of course, 
be required on the part of the teacher. Before coming to 
(2) The class, the teacher should make a careful study of 
teacher's the story to be read. No matter how simple it may 
appear, it is capable of conveying thought accord- 
ing to the treatment. It may be used to arouse a desire 
to read more upon the same subject. For instance, in the 
short story on page 6 of the Second Reader, the pupil 

50 



ENUNCIATION 

should not be allowed to be satisfied with the statement 
that Bobolink is not so ^'ay now as he was in nesting time. 
Tiie i)ui)il shouhl wish to know why, and why Bobolink's 
son^' is at one time a *' merry ehee, chee!*' and at another a 
*'low chnkin^' note." In sueh points, the teacher should 
!)(' preparctl to help the piipil> wherever possible through 
observation, and also through reciting such facts as will 
give a wi(kT knowledge of the subject. See preparation for 
nature study stories in Manual. In this instance the ])oem 
" Kijbcrf of Liiicohi." b.\- W'iNiain ( "ulh'ii Bryant, may l)e used, 
special attention beiu^ called to such lines as: 

"BolxTt of Lincoln is jjaily drest, 
Wcariii;: a lirii:ht. black wedding' coat." 

*' .Nb'rrily swin^MiiL: fnuii brier and weed," 

** i*«>uriii^' boasts from his little throat." 



\\\\\ lahT 



"Soon as the little ones chip their shell. 
Six wide mouth.s are oyten for fcxxi." 



The j>uj)iU will rcali/.c how hard Bobolink niu^l work to feed 
**hi.s Imnirrx brood." and ^o they can understand how 

" Rnherl nf Lincnjn at ien^'th is jn;i<le 
Soher with work. aii<l silent with care; 
OIT is his holiday Lramieiit laid, 
Half fnriTotten his merry air.'* 

Such shid\' will help the |)npil to form the habit of looking 
beneath the surface of what he rcad> -a habit that cannot 
be formed too early. Ui)on such a habit good expression 
largely depends. 

51 



MANUAL 

In the assignment for study ask such questions only as 
can be answered through reading the story. Other ques- 
tions should not be asked here. Needless to say, the teacher 
should not neglect to ask the questions after assigning them. 
The answers are not to be committed to memory. When 
the teacher is questioning him, the pupil may, if necessary, 
refer to the book for his answer. He cannot find the correct 
answer unless he has previously read the story, so he will 
know just where to turn for it. 

It will not, perhaps, be necessary, in one study period, 
to assign as many facts as are given below. The num- 
ber assigned will depend upon the time allotted to study 
and on the advancement of the pupils in the class. Typical 
treatment : "How Seeds Travel " (page 26). 

Teacher's directions: Find, through reading the story, the 
following facts : 

1. How many kinds of seeds are there, and what are the 
names of each kind ? 

2. Which are similar to the milkweed ? 

3. How does each kind of seed travel ? 

4. Find two ways in which some burrs tried to travel. 

5. What happened to each on its travels? 

6. Mention something that each did or said. 

7. How many children are mentioned ? 

8. How many other living creatures are mentioned ? 

9. Tell something you know about each. 

10. Find a similar fact in this story, as on page 26. 

The milkweed was mentioned on page 45 of the First 
Reader, reference to which should be made in the preparatory 
work upon this lesson. 

52 



ENUNCIATION 

'riicsc (pKvslions iirv to Ix' answered after the preparatory 
work l)y pupils under the direction of the teacher has i)een 
done. In tliis prei)arat()ry work the teacher needs to make 
clear, throu^di observation, or otherwise, the meaning of 
such expressions in tiii^ story as "the flowers have finished 
their work," "liax'e j)a(ked their seed boxes," ''used the 
means Mother Nature ^Mve," "to find a cozy bed," "lon^^ 
winter nap," "shakes out its powdery curls," "willow buds 
in silver," etc. 

The points of beauty should be broui,dit out. Why do 
.seeds travel? What wonderful provision nature has made 
for them to do so! The flowers have a mission in life. How 
wonderfully they work to fulfill it I What joy and beauty 
they ^nve, callin;^' forth a sense of irratitude to the (liver of 

them ; for 

"(i()(j ini;,'lit have hade tin' earth bring forth 
MiKumh for irreat and >inall. 
The oak tre<'. and the cedar tree. 
Without a flower at all." -.Uar// IJowUt. 

Thu> with lIuMiirlitful ;,Miidanee Ihe^e stories nia>' \)v nuide 
to yield more than the pleasuH' in the story itself. Those 
})ase(l upon nature may be u^ed to d('\-elo|) keener |)owers 
of observation and a deeper ap|)re(iation of nature. Like 
their little Indian brother, so ma>' the>e pupils 

" Ix'arn of every bird its laii^nia^'e. 
Love the sunshine of the meadows, 

I^ove the sli.idow of th<' forests." 

Also in other stories other ecpially desirable traits may be 
fostered. Reading should reach every phase of the child's 
life and every spring of action. 

53 



MANUAL 



SUPPLEMENTARY READING 



The teacher will now find difficulty in keeping the children 
supplied with enough supplementary reading matter. The 
greater the amount and variety, the more rapid will be their 
progress. 

The independent power to read acquired by the children 
results in a continual eagerness for something new, which 
Sources of affords opportunity for much individual work; 
material. therefore it is not necessary to have sets of books 
for supplementary reading. It is better to have twenty 
different books than twenty copies of one book. 

Among the multitude of good books now published for 
children the teacher will have no difficulty in selecting enough 
material for this purpose. 



54 



SEAT WORK 

Make on tlu- licklnirr.ij)!! (•()j)it'.s in script of the words 
on pa^e 12 of Manual and copies of some of the outHne 
pictures. Phice these words and pictures in hirire 

1 111.. Exercise I. 

envelopes, enough envelopes for one division of the to match 
class. Write on the ciixclope the words that each script with 
envelope contains. From time to time, as pupils 
progress, add new words, from the list in the Primer. 

A. Write on thr hhickhoard words corresponding to 
those in the en\'eIoj)es. HaNr the j)iipiU match words and 
place them in the same ordrr as tlie\ are on the hhickl)oar<l. 

B. I'sing words and |)ietures eorres|)onding to those in 
eiu'elopes. write sentences similar to those on i)age 12 of 
Mainiah RtMjiiirr juipils to form tlie sentences with 
material iVoiii en\'elopes. 

('. lla\'e |)upils form simple original sent«'nces with words 
and pictures from envelopes. 

From old readers cut out words corresponding to those 
used in the j)receding exercises. Mount and place them in 
en\-eloi)es with the same numher of corresponding 

' ^ Eiercise II. 

script W()r<ls made on tin- hektograph. To match 

A. Write sentences on hlackhoard, using such script with 
II I'll* print, 

words onl\- as corr«vs|)ond tt) j)rinted words in en- 
velopes. Have pu|)ils form the .same sentences by matching 
script words on the l)lackl)oard with i)rinte(i words from the 
envelopes. 

55 



MANUAL 

B. Have the pupils form original sentences with words 
from the envelopes, each sentence being in both script and 
print. 

C With script words in envelopes used in Exercise lA, 
to which envelope the necessary extra words have been 
added, have pupils form sentences from pages 56, 58, and 60. 
Later transpose, combine, or rearrange these sentences. 

Examples : 

My fan is here. 
Here is my fan. 
Here are my fan and my muff. 

Provide the words with the necessary capitals. 

D. Make on the hektograph script copies of the words 
on pages 54 and 55. Place these in envelopes, and require 
pupils to place them in the same order as they are on the 
blocks on pages 54 and 55. Use page 57 in the same manner. 
Exercise III. Prepare individual boxes of printed letters con- 
letters, taining several of each letter of the alphabet. 

A. The teacher writes letters on blackboard, one at a time. 
Require pupils to find each corresponding printed letter 
from the letter boxes. After pupils have found the letter, 
hold up one of the large pasteboard letters and require the 
pupils to compare it with the letter they have chosen from 
the box. 

This and Exercise V are to be given by the teacher. All 
the other exercises are for independent seat work. 

B. Write rows of letters on the blackboard and require 
pupils to find the same letters in the letter boxes and ar- 
range them in the same order. 

C. Write on blackboard words from page 55. Require 

56 



SEAT WORK 

pn})ils to form same worcls with IclltM's, afttT which compare 
with words on page 55. 

D. After the presentation of each new sound, reciuire 
pupils to find and to j)hice in rows all which represent the 
new sound, as all the r's, x*s, etc. 

A. Write ui)on the blackboard words from page 62 of 
the Primer thus : 



d 


d 


<l 


d 


-an 


-ust 


la- 


an- 


-a- 


-usk 


sa- 


sa n- 


-m11 


-rum 


pa- 


lan- 


-uck 


mu- 


ina- 


slaii- 



l{e(juire pupils to form these words with their letters, 
placing a d whercxcr there i^ a dash. 

* ■ . . . . Exercise IV. 

Use similar |)ages for similar seat work. Tofoiiowthe 

/). Select live words from each of the followini; presentation 

|)ages, .).), .X, (M), <(», S'J. Write these m j)roims- sound andto 

cuous order on the blaekltoard. Write the vowels deepen its 

impression. 

a c i o u. I{«'<niire tin* piipiU tn form the \\«»rtls 
selected from the |)aL:es al)o\«' mmibered, ami j>laee each 
word In a column under tin- \owel which coi-res|)onds to the 
\ oui'l in I he word. 

('. VviMw the pages li^lcd in /> of the exerci.se, select and 
write on l>lackl)oard \\«>nU which, b\' the substitution of one 
vowel for another, will form several ilitferent words. From 
a list of such. re(|uire pupils to see how man\- diirerent words 
they can thus form with their letters. 

Example: ^,.,, ^i,, „,, 

pan pen pin 

dug d\^ dog 

57 



MANUAL 

A. Write the following letters, one at a time, on the 
Exercise V. blackboard. Require the pupils to find the cor- 
To teach responding letters from their letter boxes, and 
spelling. ^^ place them on their desks in a row, thus : 

rsnftpmacu 

B. When all in the class have found the letters the teacher 
may call for each letter by giving its sound. Require pupils 
to select and to hold up the letter corresponding to the 
sound pronounced by the teacher ; to sound it ; and then 
to place it back on the desk. The purpose of this exercise 
is to review the sounds before building words. 

C. The teacher may dictate some of the words from the 
52 words given below, by slowly pronouncing each. Re- 
quire pupils to form each word with the letters ; to pronounce 
each sound, then the word ; then to place the letters back 
in the row, ready for the next word. 

D. Pronounce, one at a time, the sounds of the letters 
necessary to form a word, selected from the 52 words. Have 
the pupils select letters from the row and hold them in 
their hands until instructions are given for using them. 
When all have selected the necessary letters, tell the pupils 
to form a word which the teacher will pronounce with the 
letters they hold in their hands. They do this by arrang- 
ing and rearranging the letters, sounding the letters as they 
do so, until they succeed in forming the word. 

A. When all the consonants and short vowel sounds are 
known. Exercise V, Section B, may be used to teach the 
names of the letters, using, of course, letters other than the 
ten there used. 

58 



SEAT WORK 

/>. Write the ten letters in Exercise V and require the 
j)UI)ils to form as many words as they can, with the corre- 
sponding' h'tlers from the boxes. Have the pupils 
select, ;it fir>t, jii>l tli.- ten letters. Then form ToTJachthe 
a wor<l. Set the word on one side of the desk namesofthe 
and leave it there. riicii have the ])upils select 
letter.N from tlic l)o\ to r«-pl;i<c tliox' used, to make uj) the 
ten h'tters. j-'orm another word with some of the ten letters, 
rej)la('in^' the l<'tter> Used from the ten each time a word is 
forme(l so as to have all ten to use. 

Have the piipiU form lli<' words hy arran<rini,' and rearran*^- 
im; the leltei-s a^ in l\\erci>e \'. Section ('. IlaNc it done 
in this exercise without the teaclier's aid. 

('. Witli th«* ten h'tters above described tlie fohowing 52 
words can be formi'd : 



rat 


cap 


cut 


fast 


eat 


map 


Us 


must 


.sat 


t.ip 


fuss 


rust 


fat 


rap 


muss 


trust 


pat 


trap 


cuff 


crust 


mat 


nap 


rulF 


am 


can 


snap 


uniir 


Sam 


ran 


up 


putr 


camp 


fan 


cup 


stutf 


sUunp 


pan 


SU|> 


pa.ss 


tramp 


tan 


pup 


past 


cramp 


man 


rut 


cast 


|)UUlp 


sap 


nut 


mast 


stump 



/). Write some of the 52 words on the blackboard, and 
re(|uire tlie puj)ils to form them with their letters. Use 
jjaires 40, S(), il'.K IJl of Primer, or simihir lists from the 
l-'ii-«^t Reader for simihir purposes. 

59 



MANUAL 

FIRST READER 

E. Write on the blackboard all words from page 3 of the 
First Reader which contain the short vowel sounds. Require 
the pupils to form the words with letters, then to add a final 
e to each word, and to pronounce the words thus formed. 

F. Use page 29 as explained in the preceding paragraph. 
Select and write on the blackboard, in four columns, all words 
from this page with short vowel sounds, arranged thus : 

a e e o 

ran fed bed got 

lad met set sop 

The vowels at the head of each column are to show the 
pupil which vowel is used in this class of words in order 
to change from the short to the long sound. 

G. Later, using similar words, omit the vowels at the head 
of each column ; arrange this class of words promiscuously 
and require pupils to decide which vowel is necessary to 
change from the short to the long sound. 

H. Follow the directions in the preceding paragraph; 
write the letters below : 

oa 
g — t 
s — p 

Require the pupils to arrange the letters from their letter 
boxes as indicated above and to supply the necessary vowels 
to make the words. 

I. To deepen the impression of the facts to be taught on 
pages 30, 34, 40, and 48, use this last-mentioned exercise 
for seat work immediately following the first presentation 
of each vowel combination. Use here such words only as 

60 



ai 


ee 


ea 


T — n 


f — d 


b — d 


m — d 


m — t 


s — t 



SEAT WORK 

contain the vowel combination in each drill ; that is, all words 
that contain (// after pa^'e 30 and so on with the other pages. 

By this time the pnpils shonld he able to write. If so, the 
last-mentioned exercises may be written instead of formed 
willi letters, or both may be done at the same period. 

J. Mak^' on the hekto;;raj)h script copies of the drill sen- 
tences — see pa^es 5, 11, 17. Cut these sentences into words, 
and place each set in an envelope. Ue(|uire pupils to form 
sentences with I he>e word>. Sometimes the exercise may 
l)e to f(»rm tlie >enlenci's found in the reader, sometimes to 
i'onn ori^qnal sentences. These sentences may be co|)ied 
into a note book reserved for this purpose. This deepens 
the pn|)ir> interest in sneh work. 

/\ . \\ rile on I lie blackboard tiirecl ions a^ follows : 

\\ rite 1 word^ from each of these pa^es : 4, 10, 10, and 21. 

riie t«aelier will, of ('(Uirse, .select the pau'es according to 
the i)art of the reader being used, or the phonetic principle 
she wis||e«^ to re\ iew. 

Instruct the pnpiU how to arrange the words in llieir note 
books and in what order to select them so that no words 
may be (ln|)licated in these lists. The following list will 
show in what order the words were selectetl from the reader 
and in what oi'iler they nIhmiM be coijied into the note books. 
UtMpiire the words to be >lndie(l in re\-er>e order; that is, 
bv columns. 



l'a,ue \ 


hake 


gate 


cape 


name 


Page 10 


(lime 


hide 


time 


life 


Page 16 


lM)ne 


hoiKJ 


bore 


hoe 


Page ^\ 


tube 


blue 


due 


cure 


Page 44 


vale 


cove 


hive 


wave 



01 







MANUAL 






Page 28 


rake 


wide 


hole 


cube 


Page 29 


ran 


fed 


bed 


got 


Page 30 


tail 


gain 


sprain 


aim 


Page 34 


weed 


feed 


feel 


weep 


Page 40 


clean 


dear 


eat 


heap 


Page 48 


float 


roar 


soak 


coal 


Page 57 


day 


bay 


stay 


^ray 



In the same manner the teacher may, for her own use, 
form any number of such lists for general reviews. These 
may also be used for the following exercise. 

L. Write a list such as those just mentioned and also the 
phonetic principles contained in the words, and require 
pupils to copy and to classify them thus : 

a e ai ay 

ran fed got tail day 

ee oa ea Final e 

weed float clean rake 

Continue until all words from lists have been written under 
the corresponding phonetic principle. Use general reviews 
in the Readers (as page 39) for the same purpose. 

M. Write on the blackboard certain phonetic principles. 
Require the pupils to copy them in note book. Then have 
the pupils write under each five or ten words containing 
the same phonetic principle as follows : five words under igh, 
five under oZ, etc. 



igh 


ol 


ch 


nk 


qu 


high 


old 


child 


bank 


queen 



N. The last three exercises may be too advanced for some 
first grade classes. In this case these exercises may be re- 

62 



SEAT WORK 

served for the second <,'ra<k' i)y selecting the words and 
phonetic principles from the Second Reader. This may 
be done in any event. 

SECOND READER 

The followin*,' is for the second i^viidc : Write a column of 
words, from page lilS, First Reader, such as talcc, hide, joke, 
etc. Refjuire pupils to copy the words and to add ing to 
each word, omitting, of course, the final e. Write the words 
from page 1)^7 >U(li a> : h<ihi/, hitfj/, and rifi/. Ue(|uire pupils 
to copy, changing y to h\s. 

(). Write columns of words on the l)lackhoard as follows: 



rail 


oat 


hall 


rack 


walk 


base 


fin» 


rar 


iMcal 


^et 


hat 


sun 


for 


time 


pet 


(lav 


road 


side 


M't 


side 



Re(juire tlu- i)Ui)il> to select such words from the 
second column as will combine to form compound words. 
Example /to tlir first word in the first column add tlu' fourth 
word from the second coliinm. I*iipiK are to decide which 
words will combine, then to write the compound word in a 
note book. Tse it to form original sentences. 

, ,/• = ,/ eii\ or // = 66 

Write the answers with riiymiug wor(l> from page \Vt2 of 
Second Reader. 

Seen ill early morning — rhymes with — new. 
A certain kind of tree — rhymes with — mew. 
Something in ehnreli — rhymes with — few. 
Something si)arkling — rhymes with — Newel. 

63 



MANUAL 

Belonging to a ship — rhymes with — chew. 
What we did in school — rhymes with — grew. 
What I did with a ball — rhymes with — brew. 
How meat was cooked — rhymes with — mewed. 
Used by a carpenter — rhymes with — strew. 
What Robin did — rhymes with — slew. 
What the wind did — rhymes with — stew. 
What we did at lunch — rhymes with — hewed. 
What we should tell — rhymes wdth — Ruth. 
Something we often get — rhymes with — cruise. 
A boy's name — rhymes with — spruce. 

SEAT WORK 

Seat work for reading in the second grade consists prin- 
cipally in studying reading itself, making the necessary 
preparation to read with understanding and expression. 
Suggestions for this purpose are given on page 48 in the 
Manual. 

It is not intended that all the exercises here given for seat 
work be used. The teacher should select from among them 
those best suited to the particular needs of her class. 



64 



THE MOTHER GOOSE RHYMES 

Little Jack IIoriKT 

Littk' Jack IIoriuT sat in a corner. 
Eating his Christmas pic ; 
He put in liis tlniinl) and pulled out .'i plum. 
And said, "What a good hoy am 1 !" 

Liltlr Hny Blur 

Eittle Boy Blue, come hlow your horn ; 
The sIhm'p's in the meadow, the cow's in the corn. 
^Vlle^<''s the little hoy that looks after the sheep? 
He's uudrr tin- lia\>ta(k fast asleep. 

Little Ho-jMMp 

Little Bo-i)eep has lost her sheep. 

Add can't tell where to find them ; 
l/4'a\c them alone, an<l they'll come home, 

WaL'^'in^' their tails hehind them. 

Little lio-lM-ej) fell fast a^leej). 

And dreame<l she heard them hleating. 
But when she awoke, she found it a joke, 

For they were still a-fleet iii^'. 

Then uj) she toi)k her little crook. 

Determined for to find them. 
She found them indeed, hut it made her heart bleed, 

For they'd left their tails behind 'em. 

65 



MANUAL 

Little Tom Tucker 

Little Tom Tucker 
Sang for his supper. 
What did he eat ? 
White bread and butter. 

Humpty Dumpty 

Humpty Dumpty sat on a wall, 
Humpty Dumpty had a great fall ; 
All the king's horses and all the king's men 
Can't put Humpty Dumpty together again. 

Little Betty Blue 

Little Betty Blue 
* Lost her holiday shoe. 

What can little Betty do ? 
Give her another 
To match the other, 
And then she may walk in two. 

Little Miss Muffet 

Little Miss Muffet 

Sat on a tuffet, 

Eating her curds and whey. 

There came a big spider, 

Who sat down beside her. 

And frightened Miss Muffet away. 



66 i 

i 



A SUMMARY OF niOXKTIC PRINCIPLES 



PRIMER 



All consonants except q, t\ z, y. 
All short vowels a, t\ i, o, u. 



FIRST READFIR 

General principle of final c. Consonants q, v, z, y. 



J a... 
(I { ai 



ay 

e 

ec 

ea 

i-<^ 

i'kIi 
ind 

o-e 

oa 
ol 
ow 

u-e 
ue 



^;ate 
nail 
hay 



kite 
li^'ht 

find 

l)one 
l)')at 
p)ld 
. snow 



f 6\v 
I ow 



. . show 
. . cow 



out 



yes 

my 
kittv 



(pi 


. . (pieen 


ch 


. . chair 


nk 


. . hank 


"K' 


. . sang 


ing 


. . ring 



67 



MANUAL 



SECOND READER 



th 

wh 



w-ar 
ough 

toy 

f 06 

loo 



. this 
. thin 

. whip 

. her 
. sir 
. curl 

. for 

. car 

. ball 
. saw 
. Paul 

. warm 
. bought 

. oil 
. boy 

. book 
. moon 



g before e, i, y = s 

cent 

city 

cyclone 

g before e, i, y = ] 

gem 

ginger 

I gypsy 

EQUIVALENT SOUNDS 
6 =U . 

ew = u . 

ew = 06 . 

u = 00 . 

ei \ 

= a 
ey J 

kn = n 

wr = r 

ph =f 

gh =f 

tionl 

sionJ 



shon 



none 

few 

grew 

true 

eight 

they 

knot 

wring 

physic 

laugh 
j action 
I division 



Printed in the United States of America. 



68 



